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How to Determine Accommodations

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Accommodations

Provide access to course content but do not alter the scope or complexity of the information taught to the student.

Does not reduce the learning or performance expectations of what is being taught or tested.

Visual Highlighters

Formula Charts

Fidgets

Clarifying Directions

Frequent Breaks

Manipulatives

Large Text Print

Read Aloud

Reduction of Visual Distractions

Human Reader

Cuing

Extended Time

Subject & Time

Comprehension

Subject & Content

Repeat, Break into steps

The condition for and extent of the accommodations MUST be explained.

Include the limited number of breaks allowed and the amount of time for each break.

Ohio’s Accessibility Manual

Accommodations provide access to course content but DO NOT alter the scope or complexity of the information taught to the student. Accommodations do not reduce the learning or performance expectations of what is being taught or tested. Refer to the slide for some examples of accommodations. These accommodations were cited from Ohio’s Accessibility Manual. They are; Visual Highlighters, Formula Charts, Extended Time (be sure to include the subject and amount of allotted time allowed), Clarifying Directions (like repeating or breaking into sections) Cuing, Fidgets, Manipulatives, Reduction of Visual Distractions, a Human Reader, for comprehension, Read Aloud (include for which subjects and in what kind of content), Large Text Print, and finally, Frequent Breaks (be sure to include the limited number of breaks and amount of allotted time allowed). Please remember that the conditions for and the extent of accommodations must be explained.

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Modifications

Changes the amount and/or complexity of the instructional material being taught.

Modifications of the curriculum result in the student being taught the same information as the same-age, grade-level peers, but with less complexity.

http://education.ohio.gov/Topics/Special-Education/Ohios-Learning-Standards-Extended

Skip Selected Items

Reducing the Scope

Subject / Type

Hints / Clues

Defining Vocabulary

The use of The Ohio Learning Standards Extended

Lowering Performance Level

Modifications change the amount and/or complexity of the instructional material taught. Modifications of the curriculum result in the student being taught the same information as the same-age, grade-level peers, but with less complexity or reduced work requirements. If a student’s learning target changes from state standards to Ohio Standards Extended that is an example of a modification. Student’s taking the alternative assessment and who are instructed based on the Ohio Standards Extended should have that noted in Section 7 under modifications. Some example of modifications cited from the Ohio’s Accessibility Manual are: Skipping selected Items, Reducing the Scope of complexity (be sure to include which subject and type of reduction) Hints or Clues, Defining Vocabulary, Lowering the Performance Level, and the use of the Ohio Learning Standards Extended.

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Accommodations vs. Modifications

Whenever possible, teams should try to use accommodations over modifications since modifications change the expectations for learning outcomes
Most SWD can access and progress in the gen ed curriculum with (and often without) accommodations.
Since most SWD will be expected to show competence of grade level content (OST and EOC), they should receive instruction that reflects this.

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Informed decision making regarding accommodations is critical for ensuring successful and meaningful participation of students with disabilities in instruction and assessments.

Ideally, accommodations should be the same or similar across classroom instruction, classroom tests, and state and district tests.

Some accommodations are only for use during instruction and cannot be used on state and district assessments.

A student who is provided an accommodation during classroom instruction that is not allowed on a state test should be provided opportunities to practice without the use of that accommodation.

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Determining necessary accommodations

The following questions should be considered in the selection process:

What are the student's learning strengths and needs?
How do the student’s learning needs affect the achievement of the grade-level content standards?
What specialized instruction does the student need to achieve the grade-level content standards?

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Additionally teams should consider

What accommodations is the student regularly using in the classroom and on tests?
Has the student been willing to use the accommodation?
What is the student’s perception on how well an accommodation has worked?
What are the perceptions of the parents, teachers, and others about how the accommodations appear to have worked?
Have there been difficulties administering the selected accommodations?

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Which Accommodations…If Any?

Ohio’s Accessibility Manual

Data Based Decisions
Least intrusive
Specific and descriptive